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Sometimes we have to deny people their rights because the rights of
another are so badly infringed, and this can be illustrated with two
examples.
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In the
United
Kingdom, female circumcision is outlawed on medical advice that it
causes the child considerable pain and in later life, considerable
mental anguish. However, the parents may genuinely protest that
their right to raise their child according to their religious
beliefs is being infringed. In a human rights education class we
would reveal that in outlawing female circumcision, we have come
down on balance for the child's right to grow up free of mutilation,
pain and mental suffering.
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Assume a teacher is giving special attention to a
very troublesome thirteen year-old pupil. The pupil lets it be known
in confidence that he loves his mother but hates his father and is
initiating a "dirty tricks" campaign to make the mother believe that
the father is having an affair. He is succeeding and over a number
of weeks, having placed blond hairs and lipstick on his father's
jackets and shirt collars, the mother is about to start divorce
proceedings. In a human rights education class we would discuss the
fact that if the teacher does not act against the child's right of
confidentiality, the parents are sure to have their rights severely
diminished.
What criteria are we using to decide to allow the
infringement of one person's rights? For me, this ultimate criterion
is our valuing of human dignity.
Human rights education and human dignity
Although many people are not aware of it, the ultimate human question
is: "Am I of value - do I count - does my life matter?" Humans,
whether we are aware of it or not, are continually seeking affirmation
of our meaning, our purpose - our worth. The point is, that some acts
infringe human dignity more than others.
Seeing human rights in terms of valuing human dignity provides four
main ways towards the effective protection of human rights.
These approaches could be the content for a human rights education
class.
1. It becomes clear that our rights are being mildly infringed
everyday by people who lie, manipulate, cheat, and who belittle, mock
and physically attack others. Protecting human rights involves acting
according to straightforward human values such as honesty and caring.
2. It is possible to see when protecting one person’s right requires
severely hurting another’s right. In these cases the first right is
not legitimate and exercising it should not be permitted A values
education approach to protecting human rights entails moral courage.
3. When the ethical issues are not straightforward, we can rely on the
value of protecting and enhancing human dignity. For example, if my
mother is critically ill and in pain, and wishes to die in dignity,
should this not over-ride any of my rights as a son?
4. A values education approach can guide us in whether or not we
should exercise a right even though it is legitimate and legal.
Knowing that my neighbour is about to sit important professional
examinations, I abide by his request to stop noisy domestic repairs
for one night to assist him to study.
For me, a very effective route to protecting human rights would be to
identify a code of values, which if adhered to would automatically
protect rights. The idea would be not to indoctrinate or impose such a
code, but through Socratic discussion in a human rights education
class, bring people to realise that the protection of their rights
depends almost entirely on their protecting the rights of others.
Dr Bill would be delighted to talk at your next conference or event
and give more details on a values education
approach to human rights education
Copyright © 2008 Values Education Ltd
Note to editors. Feel free to use this article as long as the
following details are retained. “A values education article from CAVE
www.valueseducation.co.uk
”
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